Identifying and Assisting Students in Distress

The
purpose of this section is to assist faculty members and staff in their
efforts to enhance the educational and personal achievements of students.
Included is information about the Student Counseling Center, referrals
information and information on effectively assisting Texas Tech University
students.

Identifying Students
in Distress: There are a variety of behaviors that may indicate
that a student is in distress. These behaviors include: avoidance of classroom
participation, domination of discussions, excessive anxiety when called
upon, exaggerated emotional responses inappropriate to the situation,
sudden changes in classroom behavior (attendance, grades, or attention
changes), depressed or lethargic mood, hyperactivity or very rapid speech,
unexplained crying, irritability or angry outbursts, changes in personal
hygiene or dress, dramatic weight loss or gain, strange or bizarre behavior
indicating loss of contact with reality, expression of thoughts of helplessness
or hopelessness, and overt references to suicidal and homicidal threats.

How Can You Help?:
If you choose to approach a student about whom you have concerns
or if a student reaches out to you for help for personal problems, be
aware that there is no “perfect formula” for interacting with
a distressed student. People have different capacities for dealing with
others’ problem. It is very important to know your personal limits
as a helper.

It is also important to be
mindful that there are times when effectively listening, offering encouragement,
and empathizing with the student can help the student feel cared about
as an individual and more confident in his or her ability to make decisions
during stressful times.

Here are some suggestions
that might assist you when interacting with a distressed student:

• Approach the student
respectfully and ask to speak in private when both of you have the time.
• Give the student your undivided attention.
• Listen to the student's thoughts and feelings in a sensitive,
non-threatening way.
• If you have initiated contact with the student, express your
concern in behavioral, non-judgmental terms (For example, “I’ve
noticed you’ve been absent from class lately, and I’m concerned.”)
• Communicate that you understand the student by repeating back
the essence of what the student has told you. Try to include both content
and feelings (For example, “It sounds like you’re not accustomed
to such a big campus, and you’re feeling left out of things.”)
• Behavior that is strange or inappropriate should not be ignored.
Comment directly about what you have observed.
• Do not discuss your concerns with other students.